On Target? Do this on your Warm
Up worksheet!
Two Questions:
What is the order of colors with universal
indicator from most acidic  most basic?
What is missing from the following equation:
NaHCO3 NaOH + ____
Indicators of Reactions!
Universal indicator shows more gradual changes.
Seltzer water starts at a pH of about 4 (red for
universal indicator). Shaking the seltzer causes CO2
to leave the seltzer, or exsolve. This decreases the
acidity (raises the pH), and leads to a yellow color. If
left out for a day or more, the water will change to a
neutral color (blue green)
On Target? Do this on your Warm
Up worksheet!
Two Questions:
What is the order of colors with universal
indicator from most acidic  most basic?
What is missing from the following equation:
NaHCO3 NaOH + ____
On Target? Do this on your Warm
Up worksheet!
Two Questions:
What is the order of colors with universal
indicator from most acidic  most basic?
What is missing from the following equation:
NaHCO3 NaOH + CO2
For today
1.
2.
3.
4.
Warmup
Lab Expectations
Look Over Lab
Start Lab
Objective: I can model how carbon moves
throughout Earth’s system by completing a
carbon cycle lab activity.
Carbon Changing Costumes
• The goal of this lab is to have you model
how carbon moves in nature
• At the end of EACH station you need to add
the appropriate numbered (with the
station number) arrows to your diagram in
your lab notebook!
• At the end of each station, you need to call
me over to get my signature before you
move on to the next station!
Carbon Cycle Station Lab
Checklist: after each station, make sure you
have:
Filled out the page in the lab packet
Answered all the questions needed
Added numbered arrows to your carbon
cycle diagram in your lab notebook
Acquired Ms. Gronenthal’s signature
Cleaned up the lab station
TOMORROW IS THE LAST DAY TO WORK ON
THE LAB STATIONS!
During the lab
• BE PATIENT!! Some stations take longer than
others
• Procedures: work on the lab with 1 partner!
• No more than 2 groups (4 people) at a station
• Add the lines to your carbon diagram for each
station.
• Get Ms. Gronenthal’s signature when you’re done
with the station!
• Make sure you clean up every station before
moving on!
Safety!
• FOLLOW DIRECTIONS!
• Turn to “station 4”
– “WEAR GOGGLES”
– Circle step 2d (I will help you light the
burner-DO NOT DO IT WITHOUT ME!!!!)
• All the other stations are very straight
forward
• Don’t feel very rushed for time: today is
getting started, it will go slow
Station 1
• This experiment shows that carbon in CO2
moves more rapidly to the atmosphere from
_____ water than from ______ water
• This means that carbon dioxide is more
soluble in ______ water than _______ water.
Station 1
• This experiment shows that carbon in CO2
moves more rapidly to the atmosphere from
_warm_ water than from __cold_ water
• This means that carbon dioxide is more
soluble in _cold_ water than __warm__
water.
Station 1
CO2
Solubility
4. How does solubility change with
temperature?
Temperature
Station 1
CO2
Solubility
4. How does solubility change with
temperature?
Temperature
Station 2
• In the natural world, this experiment
represents the movement of carbon from
________ to ________.
Station 2
• In the natural world, this experiment
represents the movement of carbon from
_soil__ to _rivers/water__.
• *this is what makes creeks and rivers dirtier
in the spring (more water causes more soil to
percolate)
Station 3
• In the natural world, this experiment
represents the movement of carbon from
________ to ________.
Station 3
• In the natural world, this experiment
represents the movement of carbon from
_rocks/land__ to _water__.
• *even though there was CO2 in the gas, you
are looking at what was happening in the
water (step 5b)
Station 3
• Rock Weathering:
CaCO3 + H2O + CO2  Ca2+ + HCO31Limestone
(Rock)
River or the
Ocean (Water)
STATION #4
Basically, you would find that the NaHCO3 turned
to NaOH plus something that disappeared.
What else was made?
Carbon Dioxide!
This is what happens when magma melts rocks
and then the volcano explodes.
Station 4
• In the natural world, this experiment
represents the movement of carbon from
________ to ________.
Station 4
• In the natural world, this experiment
represents the movement of carbon from
_inside the Earth__ to _atmosphere__.
Station 5
• In the natural world, this experiment
represents the movement of carbon from
________ to ________.
Station 5
• In the natural world, this experiment
represents the movement of carbon from
_ocean water__ to _seafloor__.
Station 5
• Making Limestone:
Ca2+ + 2Cl1- + 2HCO31- + 2Na1+  2Na1+ + 2Cl1- +CaCO3 + H2O + CO2
Ocean
Water
Seafloor
Station 6
• In the natural world, this experiment
represents the movement of carbon from
________ to ________.
Station 6
• In the natural world, this experiment
represents the movement of carbon from
_atmosphere__ to _plants/vegetation__.
Station 7
• In the natural world, this experiment
represents the movement of carbon from
________ to ________.
Station 7
• In the natural world, this experiment
represents the movement of carbon from
_soil__ to _atmosphere__.
Station 7
• Microbial Respiration:
C6H12O6 2C2H5OH + 2CO2 + energy
Soil
Atmosphere
C6H12O6 3CH4 + 3CO2 + energy
Animals
Atmosphere
Station 8
• In the natural world, this experiment
represents the movement of carbon from
________ to ________.
Station 8
• In the natural world, this experiment
represents the movement of carbon from
_animals__ to _atmosphere__.
MISCONCEPTIONS!
Answer in notebook (you will be sharing these
shortly so you need to not be a lazy-bones)
1. Where do plants get the carbon to make sugar
(glucose)?
2. How do animals (like humans) get their Carbon?
3. What are the options for CO2 in the ocean to
do?
4. Do fish absorb carbon from their environment?
5. Does CO2 evaporate, condense, and
precipitate?
Find your twin!
• When I say, find someone that shares a
certain trait with you.
• When you find them, discuss the answer for
the question we’re on and if they contribute
a different idea, jot it down quickly.
– So you’ll need notebook and writing
utensil
Where do plants get the carbon to
make sugar (glucose)?
• Atmosphere (CO2) NOT from soil
• Photosynthesis
• The soil provides other things like nitrogen,
phosphorus, and potassium.
How do animals (like humans) get
their Carbon?
• Food-not just by magical absorption
What are the options for CO2 in
the ocean to do?
– React with water to make carbonic acid
– Taken in by an ocean plant
– Outgassing/exosolution (eventually)
Do fish absorb carbon from their
environment?
• NO they eat food just like all animals to get
their carbon.
• Stuff in the ocean works just like on land,
plants take in CO2 and put out O2, Animals
use O2 and eat to get Carbon and put out
CO2
Does CO2 evaporate, condense, and
precipitate?
NO: but it can combine with water droplets
What happens when CO2 goes into a water
droplet?
Forms of Carbon
• Go through your lab packet and
circle/highlight any molecule that contains
carbon (C)
• Then, on a whiteboard, work with your group
to categorize these into land, ocean,
atmosphere, living thing
– Place where that form of carbon is found
HOMEWORK!
• Do your Carbon Cycle diagram.
• Your quiz tomorrow will be asking you to
describe the path that a carbon atom could
take…
Exit Ticket
1. What do you think is the purpose of doing
labs?
2. What can you do in the future to make sure
a lab is enhancing your understanding of a
concept?
Warm-up
c. __ C2H6O + __ O2 → __ CO2 + __ H2O
How many on each side to start?
Go through and balance 1, then
check the others and balance those.
What are the options for CO2 in
the ocean to do?
– React with water to make carbonic acid
– Taken in by an ocean plant
– Outgassing/exosolution (eventually)
Do fish absorb carbon from their
environment?
• NO they eat food just like all animals to get
their carbon.
• Stuff in the ocean works just like on land,
plants take in CO2 and put out O2, Animals
use O2 and eat to get Carbon and put out
CO2
Does CO2 evaporate, condense, and
precipitate?
NO: but it can combine with water droplets
What happens when CO2 goes into a water
droplet?
• Go through your lab packet and
circle/highlight any molecule that
contains carbon (C)
Make this table (BIG SPACES) in your
notebook
Carbon
RESERVOIR Carbon
PROCESS
Containing
Containing
Molecule(s)
Molecule(s)
in . . .
out
CO2
Ocean
HCO3 -1
Carbonic
acid
Acidificatio
n
CO2 + H2O
 H+ +
HCO3 -1
Help with the table
1. Look at a reservoir (ocean, stream, plant,
animal, fossil fuel, etc.)
2. Then go through your packet and figure out
what molecule carbon is a part of going in and
out (CO2, Glucose, CH4, CaCO3, etc)
3. Write the process by which the change
happens (photosynthesis, burning, absorption)
4. *IF you can’t figure out the molecule, do the
reservoir and process and we can work on the
molecules later
List of possible chemicals
CO2=carbon dioxide
CH4=methane (flamable gas)
C6H12O6=glucose
CaCO3=Calcium Carbonate (limestone)
H2CO3=Carbonate (in water HCO3=carbonic acid)
We are going outside! 
• You need to be working on your table
• Use your packet, drawing, and common
sense to figure out what the carbon is in and
out of the reservoir.
– If you don’t know one (such as what comes
out after a fossil fuel is burned) leave the
out blank but you should be able to do a
lot of these.
Outside Expectations
1. What are some “Do’s” and “Don’ts” for
going outside?
2. What do you think is an appropriate
consequence if people are not following
these?
• Where do the water cycle and carbon cycle
meet? (use station # as evidence).
• How is carbon put into the atmosphere? (use
station # as evidence).
• How is carbon taken out of the atmosphere?
(use station # as evidence).
Where do trees get most of their mass?
• Discuss your predictions with your table
group.
• Share out
Soooo...
• Where do trees get most of their mass?
• THE AIR!! (CO2)
When you lose weight, where does it
go?
• Conservation of mass means the weight you
lose goes somewhere, but where?
Use your table to answer
1. How is carbon put into the atmosphere?
2. How is carbon taken out of the atmosphere?